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The development of the new arts standards (2014) reflects the oversight and collaboration among all of the key stakeholders,...
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The development of the new arts standards (2014) reflects the oversight and collaboration among all of the key stakeholders, including a conceptual framework and matrix that is uniform across all of the arts disciplines, while reflecting the specific qualities and characteristics of each arts discipline. The 1994 Standards do not provide this level of uniformity with the primary consistency reflected in publishing all ofthe four disciplines (visual art, music, dance, and theater) in one publication. The context of "big ideas" positions the standards within a complete framework that also includes Philosphical Foundations, Lifelong Goals, Enduring Understandings, Essential Questions, and Model Cornerstone Assessments. Grade level standards are covered for grades PreK through by individual grade levels. High school standards are addressed in three levels--proficient, accomplished, and advanced. The standards are organized around the the artistic processes of Creating, Presenting, and Responding, reflecting the use of these terms within the NAEP Arts Assessment. (However, Presenting is being used by visual arts, whereas Performing is used by dance, theater, and music, and Producing is used media arts.)

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Select this link to open drop down to add material National Core Arts Standards to your Bookmark Collection or Course ePortfolio

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This website allows immediate audience feedback by creating a text poll. It's free as long as your audience isn't larger than...
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This website allows immediate audience feedback by creating a text poll. It's free as long as your audience isn't larger than 30 people. It provides a fun way for the instructor to check for understanding or probe students for their opinion.

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Select this link to open drop down to add material Praat-Speech Analysis Software to your Bookmark Collection or Course ePortfolio

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Using process oriented guided inquiry based learning, students are given a model (equation, table of data etc) to explore...
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Using process oriented guided inquiry based learning, students are given a model (equation, table of data etc) to explore with guidance from the faculty member in the form of a set of questions. This approach emphasizes the process skills over the content. Guiding questions are divided into different levels – information, conceptual (requires understanding), algorithmic and application and problem solving levels (requires analysis and synthesis). David and Troy developed a software system called LUCID (Learning and Understanding through Computer based Interactive Discovery) which has templates for the guided inquiry model, provides instant feedback and can analyze responses for learning objectives. Students work in groups in large class meetings (300-600) and recitation sections (30). Large classes use informal groups (unassigned membership). Recitation sections use formal groups with assigned roles (manager, recorder, spokesperson, and strategy analyst). The strategy analyst reflects on how well the team is working together, could improve, what they have learned and what they find confusing. Dr. Hanson posts a question for the students to work on 5 minutes before the class begins and at the end of the class. Throughout the class he posts questions for the groups to work on and gathers their feedback using clickers. The biggest challenge to implementing the course redesign was the perception of colleagues and getting them onboard with new teaching approaches. Even graduate students can be negative about change. They discuss student resistance to change such as the expectation that faculty are being paid to teach and not make students work. Now students state they learn the most is in the guided inquiry workshopsStony Brook University TLT website:https://tlt.stonybrook.edu/FacultyServices/IiE/Lists/Show%20List/DispForm.aspx?ID=25&Source=https%3A%2F%2Ftlt.stonybrook.edu%2FFacultyServices%2FIiE%2FLists%2FShow%2520List%2FSelect%2520Show.aspx

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Select this link to open drop down to add material Process oriented guided inquiry learning (POGIL) to your Bookmark Collection or Course ePortfolio

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This is a free online calculator for common statistics and data analysis for categorical data, continuous data, statistical...
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This is a free online calculator for common statistics and data analysis for categorical data, continuous data, statistical distributions and interpreting P values, random numbers and chemical and radiochemical data.

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SplashMath is a fun and innovative way to practice math. With 140+ adaptive worksheets with virtually infinite problems...
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SplashMath is a fun and innovative way to practice math. With 140+ adaptive worksheets with virtually infinite problems spanning across 10 chapters, Splash Math covers the math curriculum for Grades 1-4. It is by far the most comprehensive math workbook in the app store. All the included problems are aligned with the common core standards. Each is available on this website.There is a separate app for each grade. iPhone apps are $4.99 and iPad apps are $9.99

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Select this link to open drop down to add material Splash Math Apps for iOS to your Bookmark Collection or Course ePortfolio

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For teams to be successful, the teamwork environment must be managed. The Team-Maker forms teams according to user-specified...
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For teams to be successful, the teamwork environment must be managed. The Team-Maker forms teams according to user-specified criteria. The Comprehensive Assessment for Team-Member Effectiveness (CATME) gathers peer evaluation data and self evaluations to assess how effectively each team member contributes to the team and gives feedback to team members and to the person administering the teams.Team-Maker and CATME were developed and are currently maintained with support from the National Science Foundation in the United States and are free for instructional use in educational settings. The functionality and language of these systems are customized for educational settings, and no commercial version of the system exists at this time. To make a proposal regarding the development of commercial access, contact Dr. Matthew Ohland, the project director. Adminisrators of Team-Maker and CATME surveys have the choice of how to release the survey results. If the confidentiality of student ratings could be revealed by releasing the data, administrators skip releasing the results to those taking the survey. The current research team has approval from Purdue's Institutional Review Board to use survey data from the system if administrators release it, but can only access that data after all personally identifiable information has been removed.Primary design and development of the Team-Maker and CATME instruments and their interfaces was accomplished by a multidisciplinary and multi-institution team: Matthew W. Ohland, Associate Professor, Engineering Education, Purdue University, and Project Director Lisa G. Bullard, Teaching Associate Professor and Director of Undergraduate Studies, Chemical and Biomolecular Engineering, North Carolina State University Richard M. Felder, Hoechst Celanese Professor Emeritus of Chemical Engineering, North Carolina State University Cynthia J. Finelli, Associate Research Scientist of Engineering Education and Director, Center for Research on Learning and Teaching North, University of Michigan Richard A. Layton, Director, Center for the Practice and Scholarship of Education, Associate Professor, Mechanical Engineering, Rose-Hulman Institute of Technology Misty L. Loughry, Associate Professor of Management, Georgia Southern University Hal R. Pomeranz, Principal, Deer Run Associates Douglas G. Schmucker, Senior Project Engineer, Zahl-Ford, Inc.The Team-Maker / CATME website is housed on the Purdue University web space. For questions please e-mail Dr. Matthew Ohland. This website and the development of Team-Maker and CATME are based upon work supported by the National Science Foundation under Grant Nos. 0243254 and 0817403

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Dr. Gatteau discusses his experience in converting a face to face class to an accelerated format. His biggest challenge was...
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Dr. Gatteau discusses his experience in converting a face to face class to an accelerated format. His biggest challenge was the loss of student behavioral queues about their grasp of the material. Rick chose Blackboard discussion groups to provide a format to replace face to face discussions. He designs discussion questions so that they facilitate in-depth dialog and analysis, and not just regurgitation of information. Dr. Gatteau found that all students were engaged by the online discussions and the quality of the discussion was higher that he had experienced in his face to face classes. He uses class participation points as part of the grade for the course. These points are greater in his online course than in face to face as the effort required is greater. He also requires students to respond to other student’s posts. He finds that it is important to establish rules of communication up front – civility and respect in discussions etc. Student online presentations can be challenging and require improvement in technology and writing skills. His students use online survey tools to evaluate group performance and presentations and the Blackboard grading center to collect and distribute student assignments. Online courses have advantages and challenges. They provide flexibility for both the faculty member and the students. However, expect online courses to require multiple design iterations to become fully mature – especially for a first time teacher.

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This rubric creation tool allows educators to develop rubrics that are aligned to the Common Core State Standards from the...
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This rubric creation tool allows educators to develop rubrics that are aligned to the Common Core State Standards from the start. This easy-to-use tool helps maintain standard alignment throughout rubric development.Educators choose grade level, subject, and then elements for assessment (Key Ideas and Details, Craft and Structure, etc). Standards can then be added to the rubric and the element titles can be altered to better reflect classroom practices. The element scope can be changed depending on whether the educators wants to assess at sentence, paragraph, or whole-document level.As part of Essay Tagger, a (currently) free tool that allows for online instructor feedback and commenting on student work, this rubric creator enhances the existing capabilitiesof the site as well as being an excellent stand-alone tool.

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